Mestrado em Educação

URI Permanente para esta coleção

https://repositorio.ufcat.edu.br/handle/tede/82

Navegar

Navegando Mestrado em Educação por Autor "Amaral, Cláudia Tavares do"

Agora exibindo 1 - 2 de 2
  • Imagem de Miniatura
    Item
    Formação continuada na perspectiva da consultoria colaborativa: contribuições no contexto da inclusão escolar
    (Universidade Federal de Goiás, 2018-04-13) Campos, Daniela Maria Ferreira; Lago, Danúsia Cardoso; http://lattes.cnpq.br/3663597580064996; Flores, Maria Marta Lopes; http://lattes.cnpq.br/4172815311655078; Flores, Maria Marta Lopes; Lago, Danúsia Cardoso; Miranda, Maria Irene; Amaral, Cláudia Tavares do; Tartuci, Dulcéria
    The Continued education for teachers who work with students, target of Special Education has become one of the obstacles to effectivate school inclusion. Although Brazilian Laws and Policies support this prerogative, in practice this type of training is still sporadic. In this sense, researchers from universities and educational networks have sought to implement training courses that seek to remedy or minimize this gap. Thus, when participating in a continued education course in a collaborative perspective, the question that guided this study emerged: How does a continued formation for teachers, based on Collaborative Consulting, contributes to the performance of these professionals in the school inclusion of students targeted by special education? Aiming to answer this question, the present study had as objective to analyze how a continued education course for teachers, based on Collaborative Consulting, contributes to the school practice of professionals who work with students targeted by special education. This is a qualitative research, based on the indications of the historical-cultural approach. Five female teachers participated in this course, and they performed different functions, namely: manager, pedagogical coordinator, ESA teacher and support teacher for inclusion. The research was carried out at the Federal University of Goiás - Regional Catalão and at two schools of the Catalão-Goiás regional school system. As data production instruments, a questionnaire was used to map the participating schools, a personal and professional identification questionnaire, and a semi-structured interview script for the teachers, an observation script and field diaries. The interviews were analyzed based on Content Analysis and from the units of meaning were listed three categories. The data described are still under analysis and discussion and to date have pointed out that the doubts and insecurities experienced by the participating teachers revolved around the schooling of students with disabilities in the common classroom, both by teachers, and by other professionals from school. The five participants reported on the importance of consistent training to address the diversity of students in school. They highlighted as a positive point in this course the partnership between university and the school; the importance of management in enabling Continued Education courses for all school staff, especially in-service training; and the collaborative consultancy carried out in the two schools by the teacher trainer, as the strong point of this training. They reported that collaborative consulting enabled pedagogical strategies consistent with the reality of students with disabilities. The results also pointed to the need to expand Continued Education courses that are closer to the reality experienced by school professionals and their students with disabilities, as well as the collaboration between the professionals of the special education and the common school as a perspective support for school inclusion.
  • Imagem de Miniatura
    Item
    A formação em Psicologia e a atuação no âmbito da educação
    (Universidade Federal de Goiás, 2020-03-30) Vinhal, Jóice Macedo; Tartuci, Dulcéria; http://lattes.cnpq.br/9300315252743903; Amaral, Cláudia Tavares do; http://lattes.cnpq.br/5752425496225866; Amaral, Cláudia Tavares do; Paschoalino, Jussara Bueno de Queiroz; Silva, Janaina Cassiano
    This Master's degree research is linked to the Educational Practices Research Line, Teacher Training and Inclusion of the Graduation Program in Education at the Federal University of Goiás - Regional Catalão. The main objective of the research was to investigate the educational process of students of Psychology Courses and the training processes experienced to work in the area of Education. In this sense, the theoretical foundation problematized the interfaces between Psychology and Education. The Historical and Dialectical Materialism was adopted as a theoretical-methodological assumption for the research. The research participants were students from three Higher Education Institutions in the State of Goiás, who were attending the last year - 9th and/or 10th periods - of Psychology Courses. In all, 8 semi-structured interviews were conducted, and 68 questionnaires were applied. For the analysis construction of the questionnaire data, we used the Statistical Package for the Social Sciences (SPSS) and we used the interviews in the form of excerpts to be analyzed. As a result, it was evidenced that the discussions between the fields of Education and Psychology are still present today, pointing to the difficulty of understanding that both are areas that complement each other and that could dialogue more closely. In addition to the evident field of contradictions that affect the work of the Psychology professional in the school environment, it is proposed that, in the initial training courses in Psychology Courses, it is possible to work on essential issues, such as curriculum revision, the positioning of teachers and the elaboration and development of projects and research that are socially engaged. We sought to highlight the indispensability of commitment and sensitivity in the face of the fields in which we propose to work, as well as to foster a political and critical environment that values the development of practices that emerge from a given social context and from its problems and boundaries.